Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
Universitas Pendidikan Indonesia |
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Perpustakaan.upi.edu
Chapter V CONCLUSIONS
This chapter presents the conclusions and suggestions of this research. The conclusions are based on the previous chapter, regarding to the findings and
discussions. Furthermore, the suggestions are included for English teacher and the future research.
5.1. Conclusions
Based on the research problems proposed in this research, there are two conclusions for this research. The first one focuses on the kinds of
rewards and punishments that the teacher implements in the classroom to motivate the
students. The second one focuses on students’ responses to rewards and punishments that are implemented by the teacher. Further
elaboration of the conclusions is presented below.
5.1.1. Rewards and Punishments
There are six kinds of rewards and nine kinds of punishments that were found during the research.
It is found that each instrument used revealed six kinds of rewards that
appear in the classroom activities. Teacher’s interview and students’ questionnaire result presented the same kinds of rewards; which are
applause, point, advicepositive feedback, stars, and appraisal. Giving presents appeared as another kind of reward that occurred in observations
but could not be found in the interview and questionnaire result. This occurs because the teacher rarely used presents as rewarding system for
the students so it was never mentioned in the interview. While for the students, they did not realize the presence of presents as rewards, since
presents were rarely given. After the researcher confirmed the situation that was found to the teacher, she explained that she found a suitable
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
Universitas Pendidikan Indonesia |
Repository.upi.edu |
Perpustakaan.upi.edu
activity to implement a present as the reward so she used that kind of reward.
Rewards that were found are similar with the kinds of rewards that were proposed by Deci, Koestner, Ryan 2001. They consist of
tangible and verbal rewards . It is also supported by Brown’s 2001
statement in the kinds of things that can reward the students. Some of the external rewards that were used may increase nor decrease the intrinsic
motivation; it depends on how the teacher implements it. The teacher should use the external rewards in the term of informing rather than
controlling so the students will not rely on the rewards to improve their motivation in learning.
Whereas for punishments, it was found that based on the interview result there were seven kinds of punishments that the teacher might
implement in the classroom activities, which are giving question, excluded from the class, scolding, warning, standing in front of the class,
decreasing stud ents’ point, and moving students’ seat position. According
to the questionnaire, the students felt that there were five kinds of punishments that were usually implemented by the teacher; they are
scolding, warning, standing up in front of the class, decrea sing students’
point, and moving students’ seat position. While the classroom observations result showed similar numbers of punishments that the
teacher applied in the interview, seven kinds of punishment appeared, out of excluding from the class and decre
ase the students’ point; including penalty and additional homework.
The differences between interview, questionnaire, and classroom observations result are due to the possibility of the situation in
implementing each kind of punishment and the students’ awareness of the kinds of punishments that were given. The kinds of punishments that were
implemented by the teacher are in line with Keh 2012. They belong to verbal, action, and penalty punishments. Munn Mellor 2001 also
propose some kinds of punishments that the teacher implemented in the
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
Universitas Pendidikan Indonesia |
Repository.upi.edu |
Perpustakaan.upi.edu
activities. The teacher’s intentions by implementing the punishment are to motivate the students to be better, to make them discipline, and to reduce
their negative behavior.
5.1.2. Students’ Responses to Rewards and Punishments
